VIDBE-Q 2026 Volume 71 Issue 3
etc.), through auditory cues (describing the movement with concrete verbal
description) or with the use of physical guidance. The hand-under-hand
technique represents a crucial instructional approach for students with
deafblindness compared to the use of hand over hand. This method involves
always requesting permission before physical contact, utilizing coactive
movement where instructor and student move together during skill
manipulation, and recognizing that movement together is preferable to no
movement at all. This approach maintains the student's sense of control while
providing necessary physical guidance for skill development.
Tactile modeling is when a student who is deafblind can feel certain
body parts and movements of a proficient performer as the individual
performs a specific motor skill (Lieberman & Haegele, 2019). Tactile
modeling should only be used if it is preferred by the student and permission
is obtained. It should always be paired with precise verbal cues describing the
movements. Educators and service providers should always follow the
prompting hierarchy, starting with less intrusive prompts first before using
more intrusive prompts such as physical guidance.
Prompting can also assist in
scaffolding, by shifting the responsibility and performance from the teacher to the
student. To further respect students' autonomy, assistance may be provided by
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